What is PDA (Pathological Demand Avoidance)?

This article was written by Katie Edwards, a Registered Nurse for Learning Disabilities (RNLD) with a Master’s degree in Autism Studies and over 20 years’ experience supporting autistic individuals across healthcare, education and community services.

What is PDA (Pathological Demand Avoidance)?

Pathological Demand Avoidance (PDA), sometimes referred to as Extreme Demand Avoidance (EDA), is a term used to describe a pattern of behaviour characterised by an unusually high level of resistance to everyday demands and expectations. The concept was first described by developmental psychologist Elizabeth Newson in the 1980s following observations of children whose presentation differed from more typical descriptions of autism. 

PDA is not recognised as a separate diagnostic condition within either the DSM-5 or ICD-11. Within the UK, it is most commonly understood as a behavioural profile that may be seen in some autistic individuals, although there remains ongoing debate regarding its validity, definition, and relationship to autism. 

Despite this lack of formal diagnostic recognition, many autistic people, families, clinicians, and educators find the PDA framework helpful in understanding a particular pattern of anxiety-driven demand avoidance and the support needs associated with it. 

What is Meant by “Demand Avoidance”?

All people avoid demands at times, particularly when tired, anxious, overwhelmed, or lacking motivation. The avoidance described within PDA is generally considered to be more pervasive, intense, and resistant to conventional approaches. 

Importantly, demands are not limited to requests made by other people. A demand may include: 

• Being asked to complete a task  

• Following a routine  

• Meeting a deadline  

• Making a decision  

• Engaging in self-care activities  

• Participating in enjoyable activities that involve expectation or pressure  

For some individuals, even activities they genuinely want to do can become difficult when experienced as an obligation or expectation. 

Common Characteristics Associated with PDA

Individuals described as having a PDA profile may: 

• Strongly resist everyday demands and expectations  

• Experience high levels of anxiety related to perceived loss of control  

• Use a variety of avoidance strategies, including distraction, negotiation, humour, procrastination, role play, or refusal  

• Appear socially motivated or socially interested while experiencing significant underlying difficulties  

• Show marked emotional distress when demands increase  

• Have difficulty tolerating uncertainty, expectations, and transitions  

• Experience rapid escalation when feeling pressured or overwhelmed  

The way these characteristics present varies considerably between individuals and across situations. 

The Role of Anxiety in PDA

Most contemporary descriptions of PDA propose that anxiety plays a central role. Many individuals report experiencing demands as overwhelming, intrusive, or threatening, leading to avoidance strategies aimed at reducing distress. 

From this perspective, avoidance is not typically viewed as deliberate defiance or manipulation. Instead, it may reflect an attempt to regain a sense of control, predictability, or emotional safety. 

However, it is important to recognise that demand avoidance can occur for many reasons. Anxiety, sensory sensitivities, executive functioning difficulties, trauma, learning needs, environmental stressors, and unmet support needs may all contribute to avoidance behaviours. 

PDA and Autism

PDA is most commonly discussed within the context of autism. Individuals described as having a PDA profile often show autistic characteristics, including: 

• Differences in social communication  

• Sensory sensitivities  

• Preference for predictability  

• Difficulties managing uncertainty  

• Emotional regulation difficulties  

However, some researchers have questioned whether PDA represents a distinct autism profile, while others have suggested that the behaviours associated with PDA may overlap with broader features of autism, anxiety disorders, or other neurodevelopmental differences. 

At present, there is no universal professional consensus regarding exactly how PDA should be conceptualised. 

Why Traditional Approaches May Be Less Effective

Families frequently report that conventional behaviour-management approaches are less effective for individuals with significant demand avoidance. 

Strategies based primarily on rewards, sanctions, repeated instruction and increased insistence may inadvertently increase anxiety and resistance in some individuals. 

This does not mean that boundaries, expectations, or structure are inappropriate. Rather, it suggests that understanding the underlying reasons for avoidance is often more helpful than focusing solely on compliance. 

Support Approaches for Individuals with a PDA Profile

Typical autism-based strategies may not feel positive or helpful for and enforcing routine or structure can go against an autistic individual’s internal plans and cause them to feel that others are ‘doing to’ them, and so they can feel out of control. The following strategies are recommended: 

• Reduce Direct Demands: Use indirect language; instead of saying “Put your shoes on,” try “I wonder if your shoes are ready for an adventure” 

• Offer choices to promote autonomy, e.g., “Would you like to brush your teeth before or after your story?” 

• Use invitations, not instructions, such as “Let’s see if we can sort this out together.” 

• Build collaboration and control and involve them in planning routines or tasks 

• Use collaborative problem-solving, such as “We’ve got a bit of a challenge, what could we do about it?” 

• Turn tasks into games or role-play scenarios. 

• Use their interests and imagination to encourage cooperation. For example, pretend you’re astronauts preparing for take-off when getting dressed, or present things as challenges, quests or games.  

• Understand that once something is done more than once, this may be perceived as a demand. Novelty is important. If something has worked one day, accept it might not the next day.  

• Stay calm and avoid escalating when demands are refused 

• Let go of expecting them to do everything that is asked of them as the immediate goal; instead, focus on connection and trust. 

• Step away and try again later if necessary. 

• Teach them to recognise early signs of anxiety or overwhelm. 

• Use visual supports, sensory tools, or designated safe spaces. 

• Validate emotions such as “I see this is really hard for you right now. That’s okay.” 

• Use gentle advance warnings, but avoid over-preparing, which may increase anxiety. 

• Use visual aids (e.g., calendars, stories) to show what’s coming up. 

• Provide “opt-out” options or quiet breaks. 

These Strategies can be understood through the PANDA approach, which is summarised below:

Helpful PDA Resources and Books

The following website may also be helpful (PDA Society – www.pdasociety.org.uk ) 
The following books may also be helpful reads: 

• “Understanding PDA in Children” – Ruth Fidler & Phil Christie 

• “PDA by PDAers” – Edited by Sally Cat 

• “The Explosive Child” – Ross Greene 

School Difficulties and PDA

Many families first encounter the concept of PDA when a child begins struggling with school attendance. 

School environments contain numerous demands, including: 

• Following instructions  

• Managing transitions  

• Meeting academic expectations  

• Coping with social interaction  

• Tolerating sensory input  

• Adhering to routines and schedules  

For some children, these cumulative demands can exceed their capacity to cope, leading to significant distress. This may present as refusal, avoidance, emotional outbursts, withdrawal, or school non-attendance. 

It is important to recognise that school avoidance is not unique to PDA and may occur for a range of reasons, including anxiety disorders, bullying, sensory difficulties, learning needs, trauma, or unmet educational support needs. A comprehensive assessment is therefore essential when school attendance becomes problematic.